The aim of this study was to define whether, and to what extent identity formation in late adolescence is disability specific. Ninety-eight adolescents participated in this study, including 43 students with motor disability and 55 students without disability. Identity exploration and commitment was measured by the Utrecht-Groningen Identity Development Scale which consists of subscales covering three identity domains: a school domain and a relational domain divided into two subdomains concerning relationships with peers and parents. The results showed that the amount of commitment and exploration was lesser in those with motor disability compared to those without disability; the most common identity status in participants with motor disability was diffusion, whereas those without disability were primarily achievers across the three domains. However, the findings revealed consistently non-significant interaction effects between disability/non-disability and commitment and exploration. Thus, what constitutes diversity in identity development is the amount of commitment and exploration made by adolescents with and without disability, suggesting a different pace, but not a different direction of identity change in both groups.